All posts by Deleted User

Week 8

L and T Top Tips

Literacy – oral feedback

  1.  ‘Guess Who/What?’: the simple party trick of common fame that students love. Place a key word/character/concept etc. onto a post it and place it upon the forehead of a student – they subsequently have a limited number of questions they can ask before they guess the term/topic on the post it.
  2. Taboo (recommended for more able students): Give the student a word they have to make the rest of the class/team guess.  However, you must prevent students from using the most obvious words by making them TABOO.
  3. Talk partners: Ask students to share their ideas with one another before sharing with the group/class.

Week 6

L and T Top Tips

Numeracy

  1. Tension chart – give score out of 5 for tension at various points in a text.  Plot on graph and review findings.
  2. Draw a simple timeline of events covered so far.
  3. Break the code to identify the 3 main points of today’s lesson/activity/learning (a=b, b=c….)

Week 5

L and T Top Tips

Teacher on Strike!

Ensure that students have clear instructions and success criteria (mark schemes), now build in DIRT (directed improvement reflection time) for your students.  It could be 10 minutes at the beginning or end of the lesson, or use DIRT directly after an activity.

Idea thoughts

When a pupil answers a question, the teacher can ask another pupil to comment on that answer.

Week 4

L and T Top Tips

AFL : Introduce a ‘Newsflash’

Stop the lesson at any point and ask a pupil for a 2 minute news report on what they have learnt so far.

 G&T and Least able:  Fuse Box

Pupils write down what they have learnt under 4 headings. 

Facts = what facts or formulae do they know.
Understanding= which concepts have they understood.
Skills = which skills are required for this topic.
Explanation = what are the key concepts relevant to explaining  this concept to another pupil.

Week 3

L and T Top Tips, updates

AfL:  Exit ticket
A plenary which helps the teacher planning the following lesson.  Pupils are asked to answer a question/create a question/list key words/complete a sentence related to the lesson and give it to the teacher as they leave the classroom.

Literacy:  Ariculate
Encourage articulation:   Students have post-it notes stuck on their backs. The post-its have keywords or concepts written on them. Students ask each other questions to establish what their word is.

G&T and Least able:
Ban boring words -Give students a subject specific paragraph that uses boring connectives such as ‘and’, ‘said or ‘like’. In teams they change the boring words to more interesting words.’

Week 2

L and T Top Tips, updates

Focus on Differentiation

EAL:
Make sure the key words are explained at the start of the lesson.  In addition, you could provide EAL learners with a glossary of all the key terms that are going to be used (where possible try to include pictures within this glossary).

BfL:  Classroom Layout
Make sure that your class is laid out in such a way to improve behaviour and stimulate learning.  Think about how you’re going to arrange the desks and seats.  Where is your area going to be?  What displays and resources can you use to create a  stimulating environment?

Stretch and challenge: Silent Debate
A question/topic is posed and written down on a large sheet of paper.  Students respond to the question/topic and to one another’s comments in silence.  Works best with A3 paper and students working in groups of 4 – 6 for 2 – 3 minutes.

Week 38

MIME, updates

When applying the marking code, use the left hand side of the margin to record the codes in a list (indicating the student errors) and circle the errors in the student’s work. During DIRT, ask students to correct their errors and cross out the code.

To challenge your more able students you could also carry out the same technique by just using the code in the margin and making the students find the error on that line.

Week 37

L and T Top Tips

Word Bank Workshop (Courtesy of Sarada Sarkar)

To begin a new topic, give out a word bank with definitions at the very start of the lesson.  Then asked students to think about what they could already work out about the topic (a topic that they had never studied before). Students should be able to produce several points independently.  This can prove to be a great resource for stretching students and making them responsible for their own study, and also a good support for EAL students later on in the lesson.
Example resources from the lesson are below
Biofuel presentation
Biofuel Key Words

biofuels